Primary children’s perspectives on the roles of reflection, challenge and explanation in ‘mastery’ resource-rich classrooms

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Primary children’s perspectives on the roles of reflection, challenge and explanation in ‘mastery’ resource-rich classrooms

Golding, Jenefer; Redmond, Benjamin; Grima, Grace; (2023) Primary children’s perspectives on the roles of reflection, challenge and explanation in ‘mastery’ resource-rich classrooms. In: Marks, R, (ed.) Proceedings of the British Society for Research into Learning Mathematics 42 (3) November 2022. BSRLM Green open access

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Abstract

We report on English primary children’s views on their mathematics learning, in Spring 2022. Data are from a 2019-22 study of teaching and learning using match-funded ‘mastery’ resources, Power Maths. Visits to year 2, 4 and 6 classes gave access to children’s views on their ‘new normal’. We focus on responses to two Power Maths pedagogical devices, ‘Reflect’ and ‘Challenge’ and also their thoughts about mathematical explanations. In at least seven of nine schools, children usually responded positively, articulating the learning potential of wrestling with such tasks. In two schools where teachers had invested heavily in knowing the linked teacher-educative support materials, the children’s quality of mathematical explanation, and of written response, was outstanding. While our data also show pandemic-related learning loss persists, we suggest that use of well-structured curriculum resources can still support high quality thinking that augurs well for children’s mathematical development.

Type:	Proceedings paper
Title:	Primary children’s perspectives on the roles of reflection, challenge and explanation in ‘mastery’ resource-rich classrooms
Event:	BSRLM
Open access status:	An open access version is available from UCL Discovery
Publisher version:	https://bsrlm.org.uk/publications/proceedings-of-d...
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification:	UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI:	https://discovery.ucl.ac.uk/id/eprint/10163226